Improving Educational Policy and Practice: Equitable Learning Opportunities for Each Child

• In Event: 30.049 - Moving From Knowledge to Action: Using Self-Excavation to Advance Equitable Educational Opportunities

Abstract

Objectives or purposes: This paper is part of a collaborative project with three other researchers focusing on self-excavation to develop equitable educational policies and practices. This paper focuses on using personal self-excavation to shape my role as an academic administrator and racial identity development.

Theoretical Framework: Educational reform is associated with high-stakes testing, incentives, choice and competition. These undermine learning opportunities for many students. This problematic vision of reform and political agenda fuels inequality and endangers democracy (Fabricant & Fine, 2016). In order to address many educational inequities, educators and policy makers must examine their beliefs, experiences, and practices in the context of race and White privilege. Howard (2006) argues that engagement in self-excavation or “inner work” of one’s racial identity can lead to personal transformation. Ultimately this will shape educational policy that impact student opportunity and achievement.

Methods: The primary method used is the Scholarly Personal Narrative (SPN) that connects scholarship and personal/professional experiences with universal themes (Nash & Bradley, 2011). SPN requires engagement in the self-excavation process of my experiences that have been influenced by White privilege and racism. Critical race theorists have used counterstorytelling to expose radical underpinnings impacting political, social and educational policies and practices (Lynn & Dixson, 2013).

Data Sources: Sources include the Scholarly Personal Narrative I will present during the symposium.

Results: My SPN highlights how I have personally and professionally benefitted from and responded to White privilege. It identifies how I see racism continuing to plague educational systems and institutions. It documents my self-examination process and the transformation of my attitudes, beliefs, and behaviors as I work to eradicate racism. Choosing to engage in this transforming process, I commit to a lifestyle that works toward the expulsion of privilege and authentically confronts racism. Unlike people of color, opportunities exist for me, a white female, to withdraw from this struggle. As an academic administrator, I am responsible for eradicating institutional systems of privilege for Whiteness, and ensuring equitable opportunity and access particularly for diverse individuals. As I grow in my racial identity development, I am more insightful and confident in addressing White privilege.

Scholarly Significance: Policy-makers rarely engage in identifying inequities that shape policies. Self-excavation and the Framework for Culturally Responsive Self-Excavation is useful in guiding educators, policy-makers and leaders through the process of an “inner work” that generates ideas of what change could look like in our world. This paper provides examples that challenge the status quo, and call for action that leads to needed changes in our schools and society.

Author

• Sherry W. Powers, Eastern Kentucky University